1. Classroom news blog: used to share news and information with parents and students.
2. Mirror blogs: allow bloggers to reflect on their thinking
3. Showcase blogs: Many teachers post student art projects, podcasts, and writing in showcase blogs.
4. Literature response blogs: A literature response blog simply moves this idea online where the teacher may sometimes post a prompt and invite student responses to a text.
The HOT blogging consists four recursive steps, and each step integrates both traditional reading comprehension skills and the new higher order thinking skills often required during online reading comprehension.
1. Bolster background: build the background knowledge that students are reading.
2. Prime the pump: in this step, blogging can help students think deeply about the background they have built and what they have read in the beginning chapter(s) of the text to share an initial interpretation (Langer & Close, 2001).
3. Continue the conversation:In this stage, students begin to summarize and synthesize
understanding across multiple textual units.
4. Make multiplicity explicit: Multiplicity is made explicit by inviting students to read, think, and comment on the classroom blog. Students regularly encounter how differently their classmates think from one another.
The teacher, Stephanie, thought that the HOT blogging is useful for her students, and the outcome is visible. I think students can learn from each other's writing when they are blogging. Moreover, when students try to read others' blogs, they have to comprehend it. Therefore, doing blog contains two steps, one is reading and the other is comprehending.
Reference
Lisa,Z. (2009). HOT blogging: a framework for blogging to promote higher order thinking.The Reading Teacher, 62(8), 650–661. DOI:10.1598/RT.62.8.3
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